a review of the research on ats’ work through core · …my increased understanding about...

A Review of the Research on ATS’ Work through CORE

Deborah Hearn‐Chung GinATS Director, Research and Faculty Development

The Association of Theological Schools’ work through the Committee on 

Race and Ethnicity2000‐2014

How has the Association’s programming to address issues related to race/ethnicity influenced the life of the schools?

What difference has the programming made?

What has been effective/ineffective?

Is that it?

What does this tell us?

Patterns?

Institutional attributes?

Individual aspects?

Predict future success?

ATS CORE members and consultants (Fall ‘14)

Survey creation,distribution, and analysis

(Winter ‘14)

Making meaning of results (Spring ‘15)

Questions

Opinions

New Goals

Structure: 3 parts (cycles of work) + demog Narrative (goals) + items (see handout)

Sample: 86 useable cases; 33% response rate 40% female 35% White; ~20% each Afr, Asn, Lat; <5 Natv, Visa Good balance Hold Admin Role; >95% Exec/Acad Eccl Family—37% Evang, 51% Mainline, 12% RC/Orth ~30% each size—101-200, 201-400, >400; 10% 0-100

Strongest agreement: …make/renew meaningful connections with other

theological faculty/administrators of color (μ=3.34) …a sense that my race/ethnicity is a value in

theological education (μ =3.24) …revisit or continue to emphasize issues of race/

ethnicity in my role as faculty/administrator (μ =3.28)

Least agreement: ...positive institutional change related to race/ethnicity

(μ =2.66)

Strongest agreement: …my increased understanding about dynamics (e.g.,

related to power, peer collegiality, racial/ethnic underrepresentation) influencing my work in my institution. (μ =2.96)

Least agreement: I benefited from the institution's…best practices for

professionally developing its racial/ethnic faculty. (μ =2.37)

I utilized ATS resources on race/ethnicity that were available to the institution …. (μ =2.36)

Strongest agreement: ATS established appropriate goals….

(μ =3.03) The strategies ATS used in these

programs were appropriate….(μ =3.05)

Least agreement: The institution…enjoyed

a measure of success…because of ATS programming. (μ =2.58)

Established appropriate goals/strategies

Report of some benefit from programming (support, information, strategic plan)

Satisfaction individual learning

Patterns of response

Results, in some cases, differed by group (i.e., patterns emerged) Institutional changes implemented Satisfaction of programming

Relationship between individual learning and institutional learning

Gap between institutional capacity and benefits to racial/ethnic constituents and institution

Institution Ecclesial family University affiliation

Individual Faculty’s disciplinary area Race

Role of geography/region

ATS involvement

Framing the Conversation:Cycle 1

Strongest agreement: …make/renew meaningful connections with other

theological faculty/administrators of color (μ =3.34) …a sense that my race/ethnicity is a value in

theological education (μ =3.24) …revisit or continue to emphasize issues of race/

ethnicity in my role as faculty/administrator (μ =3.28)

Least agreement: ...positive institutional change related to race/ethnicity

(μ =2.66)

Positive Institutional Change Patterns—by Race, by Institution Size

African/ African

American, Black

Asian/ Asian North American,

Pacific Islander

Hispanic, Latino/a/ Latino/a

American

White, Anglo/Euro

North American Total

Strongly Disagree 2 0 3 0 5Disagree 3 10 6 3 22Agree 4 8 6 9 27Strongly Agree 3 0 0 7 10Total 12 18 15 19 64

X2 = 23.338, df = 9

My participation in ATS programming contributed to positive institutional change related to race/ethnicity…

Afr Asn Lat Wht TotalWere never implemented. 2 3 4 0 9

Eventually faded away. 1 7 4 0 12

Were small but signified enduring forward movement. 8 6 7 13 34

Were major, lasting changes in the school. 3 2 0 5 10

Total 14 18 15 18 65

The changes I implemented/tried to implement at the theological school where I was faculty/administrator, as a result of

participation in ATS programming related to race/ethnicity:

X2 = 20.697, df = 9

Group N MeanOf Color 45 2.42White 19 3.21

t(62) = 3.774, p<.001, Cohen’s D = 1.05

Group N MeanOf Color 47 2.47White 18 3.28

t(58.6) = 4.662, p<.001, Cohen’s D = .99

0-100

101-200

201-400 401+ Total

Were never implemented. 1 1 1 3 6

Eventually faded away. 0 5 2 1 8

Were small but signified enduring forward movement. 1 9 7 11 28

Were major, lasting changes in the school. 0 1 7 0 8

Total 2 16 17 15 50

The changes I implemented/tried to implement at the theological school where I was faculty/administrator, as a result of

participation in ATS programming related to race/ethnicity:

X2 = 19.721, df = 9

In what ways does support and nurture of individual racial/ethnic administrators and faculty contribute to positive institutional change?

Consider impact of race, size of institution, other characteristics

Consider strategies used in programming

Consider how this will inform tomorrow’s discussion re future

Framing the Conversation:Cycle 2

Strongest agreement: …my increased understanding about dynamics (e.g.,

related to power, peer collegiality, racial/ethnic underrepresentation) influencing my work in my institution. (μ =2.96)

Least agreement: I benefited from the institution's…best practices for

professionally developing its racial/ethnic faculty. (μ =2.37)

I utilized ATS resources on race/ethnicity that were available to the institution where I was employed during this time. (μ =2.36)

Predicting success

Individual satisfaction

Institutional Capacity

•Size of institution•Gender•Race• Institution used ATS resources

• Institution used best practices•Perception that ATS established right goals•Etc.

“Predictive Models”

Conditions for “Success”

I was satisfied….Institution…increased

in its capacity….

Predicting success

Individual satisfaction

I was satisfied…

Predictor (Model R2=.623) Beta

…my increased understanding about dynamics (e.g., related to power, peer collegiality, racial/ethnic underrepresentation) .624

I benefited from the institution's…best practices…(e.g., related to employment issues, campus climate, cross-racial dialogue). .398

Institution…increased in its capacity….

Predictor (Model R2=.739) Beta

The institution…used best practices for professionally developing its racial/ethnic faculty. .626

I utilized ATS resources on race/ethnicity that were available to the institution where I was employed during this time. .443

Given ATS/CORE programming, why do constituents report not benefiting from institutional efforts to professionally develop its racial/ethnic constituents?

Consider impact of institution’s best practices, individual’s use of resources on race/ethnicity

Consider strategies used in programming

Consider how this will inform tomorrow’s discussion re future

Framing the Conversation:Cycle 3

Strongest agreement: ATS established appropriate goals….

(μ =3.03) The strategies ATS used in these

programs were appropriate….(μ =3.05)

Least agreement: The institution…enjoyed

a measure of success…because of ATS programming. (μ =2.58)

Appropriateness of Goals/ Strategies Patterns by Race

Institutional Change Participation in programming ATS involvement

Afr Asn Lat Wht TotalStrongly Disagree 0 0 1 0 1

Disagree 2 0 1 0 3

Agree 6 2 4 18 30

Strongly Agree 2 2 0 2 6

Total 10 4 6 20 40

ATS established appropriate goals in its efforts to help schools with strategic diversity planning.

X2 = 16.178, df = 9

ATS established appropriate goals in its efforts to help schools with strategic diversity planning.

Group N MeanOf Color 29 2.86White 14 3.14

t(41) = 1.419, p>.05, Cohen’s D = .47

Group N MeanURM 19 2.63Non-URM 24 3.21

t(41) = 3.418, p<.001, Cohen’s D = 1.08

The strategies ATS used in these programs were appropriate for helping schools with strategic diversity planning.

Predictor (Model R2=.315) Beta

I witnessed some institutional change as my school participated in the Preparing for 2040 phase…. .441

Ethnicity/Race: Asian/Asian North American or Pacific Islander .330

I witnessed some institutional change as my school participated….

t(52) = -3.604, p<.001, Cohen’s D = -1.12

Participants(N=39)

Non-participants

(N=15)

2.90 2.13

Faculty professional growth sessions…

Hiring CurriculumFormation/Training Structural

Chapel in congregations of

color…

Hiring CurriculumFormation/Training Structural

Dean + Faculty Mosaic Initiatives…

Hiring CurriculumFormation/Training Structural

Multiracial hiring New policies

Hiring CurriculumFormation/Training Structural

Hiring CurriculumFormation/Training Structural

I witnessed some institutional change as my school participated….

t(52) = -3.604, p<.001, Cohen’s D = -1.12

Predictor (Model R2=.352) Beta

The institution…enjoyed a measure of success…because of ATS programming in this area. .392

The strategies ATS used in these programs wereappropriate for helping schools with strategic diversity planning.

.365

Participants(N=39)

Non-participants

(N=15)

2.90 2.13

Institutional change appears to be taking place as a result of the “Preparing for 2040” programming. What, if anything, has ATS/CORE contributed to this change?

Consider impact of race, ecclesial family

Consider strategies used in programming

Consider how this will inform tomorrow’s discussion re future

Patterns?

Institutional attributes?

Individual aspects?

Predict future success?

Where do we go from here?Next goals?

Program

Feedback

Analysis

Goals

• Access and success (recruitment/retention)• Climate and intergroup relations• Education and scholarship (curriculum,

research/scholarship)• Institutional viability and vitality (mission,

infrastructure, ethos/reputation/identity)Smith, D.G. Diversity’s Promise for Higher Education. Johns Hopkins

University Press: 2009.

A Review of the Research on ATS’ Work through CORE

Deborah Hearn‐Chung GinATS Director, Research and Faculty Development